Topic: How to fight for your rights?

Target group

8th‑grade students of elementary school

Core curriculum

Learning objectives - general requirements

II. Historical analysis and interpretation.

4. Explaining cause‑and‑effect relationships, analyzing historical phenomena and processes.

5. Recognizing the need to learn about the past for understanding the processes taking place in the present.

Knowledge content - detailed requirements

XXXVI. The world after World War II. Pupil:

6. defines the causes, places decolonization processes in time and space and assesses their consequences;

7. explains the causes and locates in time and space the process of collapse of the USSR at the turn of the 1980s and 1990s, and explains its consequences;

General aim of education

Students will learn what conflicts are, what are the types of them and how to resolve social conflicts.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to recognize the types of conflicts;

• to talk about one of the greatest representatives of the 20th century – Mahatma Gandhi;

• to recognize the ways to resolve conflicts.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview (Process)

Introduction

1. The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. The teacher begins the lesson by displaying the quotes of Mahatma Gandhi to the students: * „They ignore you first, then they laugh at you, then they fight you, then you win” *; * „Overcome hatred by love, lie with truth, violence with suffering.” * Then the teacher asks students to interpret them.

3. The teacher introduces the students to the figure of Mahatma Gandhi and his philosophy of non‑violent opposition. Then, starting the discussion, he asks the students a question: is such a fight meaningful and possible?.

Realization

1. Referring to the lessons about the social situation in the 19th and early 20th centuries, the teacher begins a discussion about the situations that lead to conflicts and protests. Students perform ** Task 1 **.

2. Then the teacher asks students about what are the conflicts we encounter in everyday life. Can we somehow group them? Students should mention international and national conflicts related to cultural, religious and economic differences, as well as the closest ones - collegial, family, marital, etc. If necessary, the teacher complements students' answers.

3. The teacher divides students into groups (4‑6 groups) and assigns a conflict to each group (eg conflict of values, family conflict, economic conflict, international conflict, cultural conflict, conflict in a relationship, etc.). He can give the students specific examples of conflicts, such as the conflict between Christian values and atheist views, or a general name of the conflict. The task of the students is to find an example of a conflict from the group that they were allocated to, and to answer the questions – What are the parties of the conflict? What does each party want? How can conflict be resolved? Is it possible to satisfy both parties of the dispute?.

4. After listening to the students' answers, the teacher presents the possibilities of resolving the dispute – ** Task 2 **. Then, starting the discussion, he asks the students what method they think has the best chance of success?.

5. The teacher asks students what a compromise and tolerance is in this case? What are their limits and is there such a situation when one can not give way to the demands of the other party? Asking questions, he remembers to formulate them to be key questions. As an example, he may quote the speeches of Minister Józef Beck from May 1939 after the Third Reich broke the non‑aggression pact with Poland.

Summary

1. The teacher sums up the lesson and talks with students about several contemporary conflicts present in our environment – political, social, interpersonal. For each of them, he asks students what method they could use to solve it. He points out that mutual animosities and the lack of willingness to agree can even lead to wars. Students carry out ** Task 3 **.

2. Students perform ** Exercise 1 **.

3. The teacher gives students evaluation surveys in which they evaluate their own work during the lesson, the work of the teacher and colleagues.

Homework

1. Think about the problems and problems that arise in your school. Find their causes and solutions for ways to solve them.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

How to fight for your rights?

In private and public life, conflict situations often arise. Conflicts are an inseparable part of social life. People do not agree with each other, they want to own the same thing or just have different expectations. There are conflicts not only between employers and employees, but also between politicians, countries and groups of people. Each side wants to get the most out of each other to satisfy their own needs. It is extremely important to be able to formulate your needs in a clear and understandable way, and at the same time try to understand the reasons of the other side. In other words – you should be courteous and tolerant and seek a compromise if possible. This is one of the methods of conflict resolution, others include mediation, or voting.